Our priority is the provision of high quality first teaching, differentiated to meet the needs of all our learners. Class based approaches include
alternative forms of recording work, visual prompts, small group or individual teaching etc. Class teachers and support staff are supported with regular
professional development to support them in differentiating learning opportunities for the learners in their class.
Quality First Teaching -
In every class, Activities are differentiated in order that all children are appropriately challenged but are able to participate at their level. To support
children with SEND, approaches may include: dyslexia friendly (buff paper, cream IWB backgrounds, reading overlays) visual timetable, signs and
symbols for good looking, listening, sitting, stop prompt sign, triangular pencils and crayons, ergonomic pencils and pens, behaviour chart, phonics
display and RML picture sound cards phonics mats, handwriting prompts, VCOP mats, Vocabulary Banks, HFW Display and mats, finger spacers,
access to maths resources and prompts, carpet places, time out spot, sloped writing boards, EAL vocab where required, work stations for individuals,
now and next boards, workstations, individual behaviour rewards and tracking.
Strategies: When identified, the class teacher will provide interventions that are additional to those provided as part of our usual differentiated
curriculum. Triggers for intervention are underpinned by evidence, about a child who despite receiving differentiated learning opportunities makes little
or no progress and:
• shows signs of difficulty in developing literacy or mathematics skills
• presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in
this school;
• has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment;
• has communication and/or interaction difficulties
External: In some cases, professionals from health or social services may already be involved with a child. Where these professionals have not
already been working with the school staff, the SENDCO may contact them if the parents/carers agree. The SENDCO will support the further
assessment of the child, assisting in planning future support for them in discussion with staff and monitoring the action taken. The child’s class teacher
will remain responsible for working with the child on a daily basis and for planning and delivering an individualised plan (PLP). Parents will always be
consulted and kept informed of the action taken to help the child, and of the outcome of this action.
Agency support: The SEND Co-ordinator consults with relevant outside agencies and seeks advice, assessment and/or support. Examples of outside
agencies include:
- Crystal4SEND
- Educational Psychology Service (EPS)
- Education Service for the sensory Impaired (ESSI) Education Welfare Service
- Behaviour Support Service (BSS)
- Speech and Language Therapist (SALT)
- Occupational Therapist (OT) Physiotherapist
- School Health Service
- AOT
- Children and Adolescence Mental Health Service (CAMHS)- Paediatrics
- Malachi/ Family support service
- CYPASS
- Action for children
- SENIS
- Early years forum
The SENDCO and class teacher will be provided with advice and resources to support the child from outside specialists. These resources could be;
additional teaching time, classroom assistance and/or new strategies or teaching aids.
A PLP is drawn up and implemented by school, agency staff, parents and the pupil.
After the period of support/resource allocation – a review of the child’s progress must be made to agree on whether:
- a return to previous strategies if targets are met
- continued support at SEND support in school with a new PLP for a fixed period, continuing assess, plan, do, review cycles
- request for an EHCNA may be appropriate if the criteria is met.
Early Years
Early years includes children aged 3 – 5 years
The SEND Co-ordinator and class teacher continue to gather information about the pupil from school-based assessments and observations, and
discussions with parents and outside agencies who may have been involved.
A PLP is written and implemented by the class teacher and parents. School staff (with parents where possible) review their progress at least every six
to 12 weeks and record this on an PLP evaluation. The SEND Co-ordinator consults with relevant external support services who can help early
education settings with advice on new PLP’s and targets, provide more specialist assessments, give advice on the use of new or specialist strategies
or materials and, in some cases, support for particular activities.
The school teaches pupils with SEND in accordance with the Staffordshire Local Offer (see link at the bottom). It is our aim that all children are given
the opportunity to access appropriate learning opportunities in an inclusive manner. Our priority is the provision of high quality first teaching which is
differentiated to meet the needs of all our learners. Class based approaches might include alternative forms of recording work, visual prompts, small
group or individual teaching etc. Class teachers and support staff are supported through regular professional development opportunities to support
them in differentiating learning opportunities for the learners in their class.
Quality First Teaching -
In every class, the lessons are taught with each child’s needs in mind. Activities are differentiated in order that all children are appropriately challenged
but are able to participate at their level. In order to support children with SEND, class based approaches may include: dyslexia friendly (buff paper,
cream IWB backgrounds, reading overlays) visual timetable, signs and symbols for good looking, listening, sitting, stop prompt sign, triangular pencils
and crayons, ergonomic pencils and pens, behaviour chart, phonics display and RML picture sound cards phonics mats, handwriting prompts, VCOP
mats, Vocabulary Banks, HFW Display and mats, finger spacers, access to maths resources and prompts, carpet places, time out spot, sloped writing
boards, EAL vocab where required, work stations for individuals, now and next boards, workstations, individual behaviour rewards and tracking.
Strategies: When a child with SEND is identified, the class teacher will provide interventions that are additional to those provided as part of our usual
differentiated curriculum. Triggers for intervention will be underpinned by evidence, about a child who despite receiving differentiated learning
opportunities makes little or no progress:
• even when teaching approaches are targeted particularly in a child’s identified are of weakness;
• shows signs of difficulty in developing literacy or mathematics skills
• presents persistent emotional or behavioural difficulties
• has sensory or physical problems,
• has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum.
External: In some cases, professionals from health or social services may already be involved with a child. Where these professionals have not
already been working with the school staff, the SENDCO may contact them if the parents/carers agree. The SENDCpo will further support where applicable.